scholarly journals The role of the internet in testimony: the case of the ‘Forgotten Australians’

2014 ◽  
Vol 36 (8) ◽  
pp. 1151-1167 ◽  
Author(s):  
Barbara Adkins ◽  
Donna Hancox
Keyword(s):  
Web 2.0 ◽  
Social Inclusion ◽  
Church And State ◽  
The Internet ◽  
Case Examples ◽  
Abuse And Neglect ◽  
The Uk ◽  
Past Experiences ◽  
National Museum Of Australia

This article examines the case of the Forgotten Australians as an opportunity to examine the role of the internet in the presentation of testimony. ‘Forgotten Australians’ are a group who suffered abuse and neglect after being removed from their parents – either in Australia or in the UK – and placed in Church- and State-run institutions in Australia between 1930 and 1970. The campaign by this profoundly marginalized group coincided with the decade in which the opportunities of Web 2.0 were seen to be diffusing throughout different social groups, and were considered a tool for social inclusion. We outline a conceptual framework that positions the role of the internet as an environment in which the difficult relationships between painful past experiences and contemporary injunctions to remember them, are negotiated. We then apply this framework to the analysis of case examples of posts and interaction on websites with web 2.0 functionality: YouTube and the National Museum of Australia. The analysis points to commonalities and differences in the agency of the internet in these two contexts, arguing that in both cases the websites provided support for the development of a testimony-like narrative and the claiming, sharing and acknowledgement of loss.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

Revisiting the synopticon: Reconsidering Mathiesen’s ‘The Viewer Society’ in the age of Web 2.0

2011 ◽  
Vol 15 (3) ◽  
pp. 283-299 ◽  
Author(s):  
Aaron Doyle
Keyword(s):  
Mass Media ◽  
Web 2.0 ◽  
Reciprocal System ◽  
The Internet ◽  
Media Production ◽  
Top Down ◽  
The Media ◽  
The Mass Media ◽  
The Many

Thomas Mathiesen’s ‘The Viewer Society’ has been widely influential. Mathiesen posited, alongside the panopticon, a reciprocal system of control, the synopticon, in which ‘the many’ watch ‘the few’. I point to the value of Mathiesen’s arguments but also suggest a reconsideration. I consider where recent challenges to theorizing surveillance as panoptic leave the synopticon. The synopticon is tied to a top—down, instrumental way of theorizing the media. It neglects resistance, alternative currents in media production and reception, the role of culture and the increasing centrality of the internet. Mathiesen’s piece is most useful in a narrower way, in highlighting how surveillance and the mass media interact, rather than in thinking about the role of the media in control more generally.

From “Cyberterrorism” to “Online Radicalism”

2014 ◽  
pp. 198-217
Author(s):  
Maura Conway
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Digital Video ◽  
User Generated Content ◽  
The Internet ◽  
Counter Terrorism ◽  
The Past ◽  
Violent Extremism

This chapter explores the changes that have taken place in the role and functioning of the Internet in terrorism and counter-terrorism in the past decade. It traces the shift in focus from a preoccupation with the threat of so-called “cyberterrorism” in the period pre- and immediately post-9/11 to the contemporary emphasis on the role of the Internet in processes of violent radicalization. The cyberterrorism threat is explained as over-hyped herein, and the contemporary focus, by researchers and policymakers, on the potential of the Internet as a vehicle for violent radicalization viewed as more appropriate albeit not without its difficulties. This change in emphasis is at least partially predicated, it is argued, on the significant changes that occurred in the nature and functioning of the Internet in the last decade: the advent of Web 2.0, with its emphasis on social networking, user generated content, and digital video is treated as particularly salient in this regard. Description and analysis of both “negative” and “positive” Internet-based Counter Violent Extremism (CVE) and online counterterrorism measures and their evolutions are also supplied.

scholarly journals THEORIES AND ANTECEDENTS OF KNOWLEDGE SHARING BEHAVIOUR IN VIRTUAL COMMUNITY: A SYSTEMATIC REVIEW

2020 ◽  
Vol 11 (10) ◽  
pp. 32-51
Keyword(s):  
Systematic Review ◽  
Big Data ◽  
Web 2.0 ◽  
Knowledge Sharing ◽  
Industry 4.0 ◽  
Virtual Community ◽  
The Internet ◽  
Knowledge Based ◽  
Comprehensive Study

Virtual Community (VC) is regarded as the best platform for professionals in various fields to share their expertise and knowledge. Since the escalation of web 2.0 and the internet within the last decade and the booming interest in big data and expansion of industry 4.0, VC is deemed as an ideal proxy for practitioners to share and earned instant knowledge that can be implemented within business activities and day to day application. Despite this emerging interest, there has been no comprehensive study on the overall antecedents of KS in VC. Applying for a systematic review, a total of 68 relevant articles that discusses knowledge sharing (KS) via VC are evaluated. Several central themes of theories applied in this field within the literature are discussed on its importance and relevance. Important antecedents are also reviewed on its practicality and implementation in understanding the role of KS in VC. The implication of this review would benefit stakeholders in maintaining the sustainability of VC as the platform for a knowledge-based society.

scholarly journals Social Exclusion and Austerity Policies in England: The Role of Sports in a New Area of Social Polarisation and Inequality?

2015 ◽  
Vol 3 (3) ◽  
pp. 5-18 ◽  
Author(s):  
Mike Collins ◽  
Rein Haudenhuyse
Keyword(s):  
Social Exclusion ◽  
Social Inclusion ◽  
Sport Participation ◽  
Sports Participation ◽  
Leisure Sports ◽  
The Face ◽  
The Uk ◽  
Socially Excluded

Poverty still counts as the core of social exclusion from sport and many other domains of people’s lives. In the first part of this paper, we shortly describe the recent poverty trends in England, and identify groups that are more at-risk of being poor and socially excluded. We then focus on the relationship between poverty, social exclusion and leisure/sports participation, and describe a case study that addresses young people’s social exclusion through the use of sports (i.e., <em>Positive Futures</em>). Although further analysis is warranted, it would seem that growing structural inequalities (including sport participation)—with their concomitant effects on health and quality of life—are further widened and deepened by the policy measures taken by the Conservative-Liberal Democrat coalition in the UK. In addition, within a climate of austerity, sport-based social inclusion schemes are likely to become wholly inadequate in the face of exclusionary forces such schemes envision to combat.

SFBT in Action

2017 ◽  
Author(s):  
Robert Blundo ◽  
Kristin W. Bolton
Keyword(s):  
Child Maltreatment ◽  
Social Worker ◽  
School Environment ◽  
Mandated Reporting ◽  
Case Examples ◽  
School Social Worker ◽  
Abuse And Neglect ◽  
Experienced Child ◽  
Solution Focused

This chapter examines the application of solution-focused brief therapy by school social workers working with youth that have experienced child maltreatment. It provides an overview of child maltreatment, the role of the school social worker when working with this population, the neurological impact of child maltreatment and two case examples. The case examples offer practical insight into the solution-focused techniques that may be applied as well as a discussion around appropriate conversations regarding age and mandated reporting. The chapter also makes a distinction between the services provided by agencies that specialize in treating child abuse and neglect versus the role of the school social worker. For example, once a claim is substantiated, treatment is provided by an agency that specialize in treating abuse and neglect, and the role of the school social worker is to focus on the child in the school environment.

scholarly journals Restricted Spatiality and the Inflation of Digital Space, an Urban Perspective

2020 ◽  
Vol 23 (3) ◽  
pp. 320-328 ◽  
Author(s):  
Aminreza Iranmanesh ◽  
Resmiye Alpar Atun
Keyword(s):  
Web 2.0 ◽  
Mobile Devices ◽  
Theoretical Framework ◽  
Virtual Space ◽  
Spatial Characteristic ◽  
Easy Access ◽  
The Internet ◽  
Spatial Interactions ◽  
Digital Space

This article aims to explore whether or not digital space assumes the role of the spatial urban grid when movement of people is restricted under quarantine. The era of Web 2.0 and the increasingly easy access to mobile devices and the internet has created alternative virtual space for urban socio-spatial interactions. The article addresses these concepts in three parts. First, it adapts a theoretical framework that can address the emerging digital public and spatial restrictions. Second, it explores the possible inflation of digital space. Third, it questions the possibility of transfer of spatiality into virtual space. The finding shows significant inflation of digital space after quarantine, but no significant spatial characteristic can be identified among those interactions. The study emphasizes the importance of adapting existing theories for evolving urban challenges.

User Attitudes to E-Government Citizen Services in Europe

2011 ◽  
pp. 2634-2642
Author(s):  
Jeremy Millard
Keyword(s):  
Data Privacy ◽  
The Internet ◽  
Face To Face ◽  
Government Services ◽  
New Information ◽  
User Attitudes ◽  
Potential Demand ◽  
The Uk ◽  
European Union Member States

In 2005, the eUSER project undertook a questionnaire survey covering about 10,000 households in 10 European Union member states, the purpose of which was to provide some of the first systematic evidence in Europe of citizen user behaviour and their attitudes to the use of public services, and particularly the role of e-services in this context. The survey focused on a number of themes — the public’s use of government services, the different channels (or media) employed, the nature of potential future demand for e-government, the barriers and experiences in using e-government, and the socio-economic attributes of e-government users compared with non-users. The results provide important new information on the role that the Internet is now playing in the delivery and take-up of government services by European citizens. Face-to-face contact is still the most important channel for contacting government in Europe. In some countries (e.g., the UK), however, telephone and post have overtaken face-to-face. Results also show that potential demand for e-government services is about 50% of all government users and could be higher. One quarter of individual e-government users have acted as intermediaries for family members or friends, and one quarter have also done so on behalf of their employer. Most barriers that users anticipate they will meet when using e-government relate to difficulty in actually starting, with a feeling that face-to-face is better and the fear about data privacy important. However, once citizens have used e-government services, the barriers appear less, though still important, and relate mainly to the difficulty of feeling left alone with problems or questions.

Leveraging Web 2.0 for Online Learning

2018 ◽  
pp. 1225-1239
Author(s):  
Prerna Lal
Keyword(s):  
Social Networks ◽  
Young Adults ◽  
Online Learning ◽  
Learning Environment ◽  
Web 2.0 ◽  
Learning Environments ◽  
The Internet ◽  
Online Learning Environments ◽  
Web 2.0 Tools

The emergence of the Internet and Web 2.0 has introduced enormous opportunities for a rising generation of tech-savvy young adults, students, and life-long learners. This chapter examines the various Web 2.0 tools, such as blogs, wikis, RSS (Real Simple Syndication), podcasts, mashups, and social networks, that can help make the online learning environment more interactive and interesting. The chapter provides an overview on the role of Web 2.0-based tools and technologies in providing a comprehensive structure for interactions and interconnections between three key components of a learning environment: the learner, the teacher, and the interface. Furthermore, the chapter explores how these tools can be used in exchanging knowledge, aggregating content, and collaborating with peers in online learning environments.

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